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Watch a video of an invited address at the launch of the Campbell UK & Ireland Centre, entitled Learning from the past: Systematic Reviews in Education.


Hedges, L. V., Pigott, T. D., Polanin, J. R., Ryan, A. M., Williams, R. & Tocci, C. (2016). The question of school resources and student achievement: A history and reconsideration. Review of Research in Education: Centennial Edition, 40, 143-168.

Pigott, T. D., Valentine, J. C., Polanin, J., Williams, R. & Canada, D. (2013). Outcome bias in education research.  Educational Researcher, 42, 424-432.

Hong, P., Polanin, J.R., & Pigott, T.D.  (2012). Validation of the employment hope scale: Measuring psychological self-sufficiency among low-income jobseekers.  Social Work Practice, 22(3), 323-332.

Pigott, T. D., & Israel, M. S. (2005). Head Start children’s transition to kindergarten: Evidence from the Early Childhood Longitudinal Study. Journal of Early Childhood Research, 3, 77-104.

Velsor-Friedrich, B. & Pigott, T. D. (2005). A practitioner-based asthma intervention program with African American inner-city school children. Journal of Pediatric Health Care, 19, 163-71.


Pigott, T. D., Williams, R. T. & Valentine, J. C. (2017). Selective outcome reporting and research quality. In Matthew C. Makel and Jonathon C. Plucker (Eds.)., Toward a more perfect psychology: Improving trust, accuracy and transparency in research. Washington, DC: American Psychological Association.

Pigott, T. D. (2017). The role of theory in quantitative data analysis. In The British Educational Research Association/SAGE Handbook of Educational Research. Thousand Oaks, CA: Sage Publications.

Pigott, T. D. & Wong, K. (2010). Using large-scale databases in reading disabilities research.  In R. Allington (Ed.). Handbook of Reading Disabilities Research.  Mahwah, NJ: Erlbaum.

Pigott, T. D. & Barr, R. (1999). Studying programmatic interventions. In M. Kamil, R. Barr, D. Pearson & P. Mosenthal (Eds.). The Handbook of Research on Reading. (3rd ed.).  Hillsdale, NJ: Lawrence Erlbaum.

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